Sentences with phrase «teacher research rarely»

Not exact matches

What I mean by this is that one of the reasons that schools do not improve as fast as we would like them to is that when teachers get together for a purpose, rarely has research been done by the teachers, neither have ideas been mapped out prior to the meeting.

«The return on investment for teacher time and the opportunity cost of spending it one way rather than another is rarely taken into account,» Goldstein observes, leading to teachers» skepticism about the relevance of policy research.

In the push for research - based strategies or practices, teachers are rarely portrayed as sources of knowledge about teaching, just as consumers.

To sum up, the research on teacher pensions has been unable to find a recruitment effect, and prospective teachers rarely consider pensions as one of their top reasons for entering the profession.

«Although many parents and teachers are aware of the benefits and value of a solid music education, and research tells us it's more important than ever to start at a young age, music is rarely part of the daily schedule in most elementary schools.»

Developing research informed practice is a challenge for educators not least because published educational research is rarely focused on the knowledge teachers need to improve educational outcomes.

However, research continues to suggest that despite the perceived potential of software and, in particular, the Internet, many social studies teachers rarely utilize such tools as part of the process of educating future citizens (Berson, 1996; Erhman & Glenn, 1991; National Assessment of Educational Progress [NAEP], 1999).

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

While researchers explore ways to use technological tools such as SEGs in the classroom and their impact on learners, this information rarely makes it into the hands of the practicing teachers who typically do not read the research journals (Sprague, 2004).

While the expectations may be clearly articulated at a policy level, the reality of how teachers understand their obligations at a local level has rarely been researched (Penson, 2013; Penson & Yonemura, 2012; Winthrop & Kirk, 2005).

Other research has found that teachers rarely move across state lines, even if they live near a boundary.

Obviously, it is the fact that teachers and professors very rarely take it into account that you have an entire curriculum to deal with and assign tasks to you in a manner that suggests that they believe theirs is the only subject you study, and you can produce custom research papers at an industrial pace.